Higher Religious, Moral and Philosophical Studies

Course code: C864 76

Course assessment code: X864 76

SCQF: level 6 (24 SCQF credit points)

Valid from: session 2018–19

This document provides detailed information about the course and course assessment to

ensure consistent and transparent assessment year on year. It describes the structure of

the course and the course assessment in terms of the skills, knowledge and understanding

that are assessed.

This document is for teachers and lecturers and contains all the mandatory information you

need to deliver the course.

The information in this publication may be reproduced in support of SQA qualifications only

on a non-commercial basis. If it is reproduced, SQA must be clearly acknowledged as the

source. If it is to be reproduced for any other purpose, written permission must be obtained

from permissions@sqa.org.uk.

This edition: July 2019 (version 3.0)

© Scottish Qualifications Authority 2013, 2018, 2019

Contents

Course overview 1

Course rationale 2

Purpose and aims 2

Who is this course for? 3

Course content 4

Skills, knowledge and understanding 4

Skills for learning, skills for life and skills for work 11

Course assessment 12

Course assessment structure: question paper 12

Course assessment structure: assignment 15

Grading 18

Equality and inclusion 19

Further information 20

Appendix: course support notes 21

Introduction 21

Developing skills, knowledge and understanding 21

Approaches to learning, teaching and assessment 22

Preparing for course assessment 22

Developing skills for learning, skills for life and skills for work 34

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Course overview

The course consists of 24 SCQF credit points which includes time for preparation for course

assessment. The notional length of time for candidates to complete the course is 160 hours.

The course assessment has three components.

Component Marks Duration

Component 1: question paper 1 — world

religion and morality and belief

60 2 hours and 15 minutes

Component 2: question paper 2 — religious

and philosophical questions

20 45 minutes

Component 3: assignment 30 see ‘Course assessment’

section

Recommended entry Progression

Entry to this course is at the discretion of

the centre.

Candidates should have achieved the

National 5 Religious, Moral and

Philosophical Studies course or equivalent

qualifications and/or experience prior to

starting this course.

Advanced Higher Religious, Moral and

Philosophical Studies

further study, employment and/or

training

Conditions of award

The grade awarded is based on the total marks achieved across all course assessment

components.

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Course rationale National Courses reflect Curriculum for Excellence values, purposes and principles. They

offer flexibility, provide time for learning, focus on skills and applying learning, and provide

scope for personalisation and choice.

Every course provides opportunities for candidates to develop breadth, challenge and

application. The focus and balance of assessment is tailored to each subject area.

This course helps candidates to understand society. They learn about, and from, religious

beliefs, non-religious viewpoints, and personal experience. By exploring how religion,

morality and philosophy can help people find meaning and purpose in life, candidates

develop their understanding of human beliefs, values and behaviour.

Throughout the course, there are opportunities for candidates to develop literacy, personal

learning and thinking skills, and a sense of responsible citizenship.

The course allows candidates to:

develop an understanding and respect for different beliefs, values and viewpoints

learn how to express their values and beliefs

put their values or beliefs into action in ways which benefit others

make informed moral decisions

Purpose and aims Candidates develop knowledge and understanding of religious, moral and philosophical

issues that affect the world today by:

studying a world religion in detail

developing an understanding of contemporary moral issues and responses

studying key aspects of religious and philosophical questions

exploring questions raised and solutions offered by religious and non-religious perspectives

reflecting on these, and on their own experience and views

Candidates develop skills which are transferable to other areas of study and useful in

everyday life, such as analysis, evaluation, research skills and critical-thinking skills.

In addition, candidates develop:

the ability to analyse, reflect on and express detailed, reasoned and well-structured views

about religious, moral and philosophical questions and their impact

the ability to investigate, analyse and evaluate religious, moral and philosophical

questions and responses

in-depth knowledge and understanding of beliefs and practices related to world religions

in-depth knowledge and understanding of religious, moral and philosophical questions

and responses to them

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Who is this course for? The course is appropriate for a wide range of candidates, including those who wish to:

achieve a greater understanding of religion and its place in society

learn more about the traditions, beliefs and values of their own religion

progress to more specialised study, further education, training or employment

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Course content

The course encourages active learning in the process of investigating religious, moral and

philosophical topics or issues. Through the course as a whole, candidates take a broad

overview of the beliefs, values or viewpoints of more than one religion.

Candidates develop and apply a range of cognitive skills over a range of religious, moral and

philosophical contexts in three areas of study: world religion, morality and belief, and

religious and philosophical questions. Each area offers opportunities for candidates to focus

on particular skills, and has flexibility in the topics which candidates can study.

Candidates study one of the world’s six major religions: Buddhism, Christianity, Hinduism,

Islam, Judaism or Sikhism.

World religion

Candidates develop in-depth knowledge and understanding of the impact and significance of

religion today. They study key beliefs and practices of one of the world’s six major religions

and the contribution these make to the lives of followers.

Morality and belief

Candidates develop skills to evaluate and express detailed, reasoned and well-structured

views about contemporary moral questions and responses. They develop in-depth

knowledge and understanding of contemporary moral questions, and religious and non-

religious responses to these. Candidates study religious viewpoints from one of the world’s

six major religions. Religious and philosophical questions

Candidates develop skills to critically analyse religious and philosophical questions and

responses. They study religious viewpoints from one of the world’s six major religions.

Skills, knowledge and understanding

Skills, knowledge and understanding for the course

The following provides a broad overview of the subject skills, knowledge and understanding

developed in the course:

researching, analysing, evaluating and synthesising information to draw detailed,

reasoned and well-structured conclusions and present findings about factual and

theoretical elements of religious, moral and philosophical topics or issues

identifying and responding to different ideas and viewpoints

interpreting the meaning and context of sources related to world religions, and explaining

relevant abstract ideas

evaluating and expressing reasoned and well-structured views about contemporary moral

and religious and philosophical questions and responses, and explaining relevant

theoretical ideas

critically analysing and explaining contemporary moral and religious and philosophical

questions, and explaining relevant theoretical ideas

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demonstrating in-depth factual and abstract knowledge and understanding of the

significance and impact of religion today by explaining some key beliefs, practices and

sources found within one of the world’s six major religions, and the contribution these

make to the lives of followers

Skills, knowledge and understanding for the course assessment

The following provides details of skills, knowledge and understanding sampled in the course

assessment. Each area of study has options to allow opportunities for personalisation and

choice.

World religion

In each of the six major world religions, the beliefs and practices are closely related and

interconnected. Candidates:

show in-depth knowledge and understanding of religious beliefs and practices

analyse the relationship between different religious beliefs; the relationship between

religious beliefs and practices; and the purpose of living according to religious beliefs and

practices

evaluate the significance, relevance and impact of religious beliefs and practices

Candidates do not need to learn specific sources for each religious belief and practice.

However, they can use examples of sources that inform beliefs and practices where

appropriate.

Candidates answer questions in the context of a denomination or tradition within the religion

chosen for study. This includes knowledge and understanding of differences in practices and

related beliefs within the religion or tradition studied.

Candidates study one of the following world religions:

Buddhism

Beliefs

Three Marks of Existence: anicca; anatta; dukkha

nature of human beings: tanha; Three Root Poisons; kamma

beliefs about the Buddha

samsara; nibbana

Practices

living according to the Eightfold Path

Five Precepts; sangha

meditation; devotion

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Christianity

Beliefs

beliefs about God

nature of human beings: free will; sin; stewards

beliefs about Jesus

judgement; Heaven and Hell

Practices

living according to the Gospels

Christian action; the Christian community

worship: prayer; Eucharist

Hinduism

Beliefs

beliefs about God

nature of human beings: atman; jiva; dukkha; avidya; karma

beliefs about Isvara

samsara; moksha

Practices

living according to Dharma

the Three Margas

worship: puja; meditation

Islam

Beliefs

beliefs about God

nature of human beings: free will; suffering; khalifas

beliefs about Muhammad

Akhira: Day of Judgement; Al-Jannah; Jahannam

Practices

living according to the Five Pillars

submission

worship: prayer; mosque

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Judaism

Beliefs

beliefs about God

nature of human beings: yetzer tov; yetzer harah; free will; suffering

beliefs about Covenant

judgement; the Messiah; the Messianic Age; Olam Ha’ba

Practices

living according to the Commandments

Rosh Hashanah; Yom Kippur

worship: Shabbat; synagogue

Sikhism

Beliefs

beliefs about God

nature of human beings: atma; free will; karma; equality

beliefs about maya and haumai; the Five Evils

Gurmukh; Jivan Mukti

Practices

living according to the Gurus

Khalsa

worship: sewa and simran; kirt karna; vand chakkana

Morality and belief

Candidates:

show in-depth knowledge and understanding of moral issues

analyse religious and non-religious responses to moral issues

evaluate religious and non-religious responses to moral issues

Candidates answer questions in the context of a denomination or tradition within the religious

responses. They apply the skills of analysing and evaluating as described in the ‘Course

assessment’ section of this document. Candidates study one of the following five topics:

Morality and justice

Causes of crime

environmental influences

psychological factors

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Purposes of punishment

reformation

retribution

protection

deterrence

Responses to crime

custodial sentences

non-custodial sentences

capital punishment

Morality and relationships

Relationships

sexual relationships

the purpose of sex

Marriage

arranged marriage

forced marriage

same-sex marriage

divorce

Gender inequality and exploitation

in the media

in society

in religion

Morality, environment and global issues

Economic issues

resource management

trading inequalities

global trading agreements

Environmental issues

climate change

depletion of resources

biodiversity

Social issues

poverty

charity

migrants

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Morality, medicine and the human body

Use of embryos

reproductive

therapeutic

research

Organ donation

consent: informed; presumed

beating heart donation

living donors

End of life

assisted dying

voluntary and non-voluntary euthanasia

end-of-life care

Morality and conflict

Conflict

types of war

justifications for war

alternatives to war

Consequences of war

for humans

for the environment

for the economy

Modern armaments

weapons of mass destruction

conventional weapons

smart weapons

Religious and philosophical questions

Candidates:

show in-depth knowledge and understanding of the question and responses, including

religious and non-religious responses

apply the skills of analysis and evaluation to the question and responses

present a reasoned conclusion to the question

Each topic contains ideas and arguments which may feature in both religious and non-

religious responses. Candidates apply the skills of analysis and evaluation described in the

‘Course assessment’ section of this document.

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Candidates study one of the following topics:

Origins

Was the universe and life created?

How does religion explain the origins of the universe and of life?

What evidence does religion use to support these explanations?

What are the strengths and weaknesses of evidence/explanations?

How does science explain the origins of the universe and of life?

What evidence does science use to support these explanations?

What are the strengths and weaknesses of evidence/explanations?

Can religious and scientific views on origins be compatible?

Existence of God

Does God exist?

What arguments/theories do religious people use to prove the existence of God?

What evidence do religious people use to support these arguments/theories?

What are the strengths and weaknesses of evidence/arguments/theories?

What arguments/theories do non-religious people use to challenge the existence of God?

What evidence do non-religious people use to support these arguments/theories?

What are the strengths and weaknesses of evidence/arguments/theories?

Can either religious or non-religious arguments/theories provide conclusive proof about

the existence of God?

The problem of suffering and evil

Who is responsible for suffering and evil?

Is God responsible for suffering and evil?

What arguments are used to support God's responsibility for suffering and evil?

What are the strengths and weaknesses of these arguments?

Are humans responsible for suffering and evil?

What arguments are used to support human responsibility for suffering and evil?

What are the strengths and weaknesses of these arguments?

Can responsibility for suffering and evil lie with both God and humans?

Miracles

Are miracles real?

How do religious people explain miracles?

What evidence do religious people use to support these explanations?

What are the strengths and weaknesses of evidence/explanations?

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How do non-religious people explain miracles?

What evidence do non-religious people use to support these explanations?

What are the strengths and weaknesses of evidence/explanations?

Can religious and non-religious views on miracles be compatible?

Skills, knowledge and understanding included in the course are appropriate to the SCQF

level of the course. The SCQF level descriptors give further information on characteristics

and expected performance at each SCQF level, and can be found on the SCQF website.

Skills for learning, skills for life and skills for work This course helps candidates to develop broad, generic skills. These skills are based on

SQA’s Skills Framework: Skills for Learning, Skills for Life and Skills for Work and draw from

the following main skills areas:

1 Literacy

1.1 Reading

1.2 Writing

3 Health and wellbeing

3.1 Personal learning

4 Employability

4.6 Citizenship

5 Thinking skills

5.3 Applying

5.4 Analysing and evaluating

Teachers and lecturers must build these skills into the course at an appropriate level, where

there are suitable opportunities.

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Course assessment

Course assessment is based on the information provided in this document.

The course assessment meets the key purposes and aims of the course by addressing:

breadth — drawing on knowledge and skills from across the course

challenge — requiring greater depth or extension of knowledge and/or skills

application — requiring application of knowledge and/or skills in practical or theoretical

contexts as appropriate

This enables candidates to:

draw on, extend and apply the skills, knowledge and understanding acquired during the

course

demonstrate breadth of skills, knowledge and understanding from across all areas of the

course

demonstrate challenge and application related to an appropriate religious, moral or

philosophical topic or issue

Candidates are assessed by two question papers and an assignment. There is broad parity

between the assessment of skills and the assessment of knowledge and understanding in

the course.

The question papers sample knowledge and understanding from across all three areas of

study, and require candidates to apply skills. The question papers have a greater emphasis

on the assessment of knowledge and understanding than the assignment. The assignment

allows candidates to focus on a chosen religious, moral or philosophical topic or issue.

Course assessment structure: question paper

Question paper 1 60 marks

This question paper assesses the skills of applying in-depth knowledge and understanding,

analysing and evaluating religious, moral and philosophical questions and presenting

reasoned and well-structured views.

This question paper has 60 marks out of a total of 110 marks for the course assessment.

This question paper has two sections.

Section 1: world religion has 30 marks.

This section has six parts:

Part A — Buddhism

Part B — Christianity

Part C — Hinduism

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Part D — Islam

Part E — Judaism

Part F — Sikhism

Candidates answer questions in one part.

Candidates must answer both questions in the chosen part. The first question assesses the

skills of applying in-depth knowledge, understanding and analysis and is worth 10 marks.

The second question assesses the skills of knowledge, understanding, analysis and

evaluation, and is worth 20 marks. Questions are drawn from the content described in the

‘Course content’ section of this document.

Section 2: morality and belief has 30 marks.

This section has five parts:

Part A — morality and justice

Part B — morality and relationships

Part C — morality, environment and global issues

Part D — morality, medicine and the human body

Part E — morality and conflict

Candidates answer questions in one part.

Candidates must answer both questions in the chosen part. The first question assesses the

skills of applying in-depth knowledge, understanding and analysis and is worth 10 marks.

The second question assesses the skills of applying in-depth knowledge, understanding,

analysis and evaluation, and is worth 20 marks. Questions are drawn from the content

described in the ‘Course content’ section of this document.

Setting, conducting and marking question paper 1

This question paper is set and marked by SQA, and conducted in centres under conditions

specified for external examinations by SQA.

Candidates have 2 hours and 15 minutes to complete this question paper.

Question paper 2 20 marks

This question paper assesses the skills of applying in-depth knowledge and understanding,

analysing and evaluating religious, moral and philosophical questions and presenting

reasoned and well-structured views.

This question paper has 20 marks out of a total of 110 marks for the course assessment.

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Religious and philosophical questions

This section has four parts:

Part A — origins

Part B — the existence of God

Part C — the problem of suffering and evil

Part D — miracles

Candidates answer the question in one part. It is worth 20 marks. The question requires

candidates to draw on the knowledge and skills acquired during the course to present a

reasoned and well-structured view. Questions are drawn from the content described in the

‘Course content’ section of this document.

Setting, conducting and marking question paper 2

This question paper is set and marked by SQA, and conducted in centres under conditions

specified for external examinations by SQA.

Candidates have 45 minutes to complete this question paper.

Specimen question papers for Higher courses are published on SQA’s website. These

illustrate the standard, structure and requirements of the question papers candidates sit.

The specimen papers also include marking instructions.

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Course assessment structure: assignment

Assignment 30 marks

The assignment has 30 marks out of a total of 110 marks for the course assessment.

Assignment overview

Candidates identify an issue of religious, moral or philosophical significance on which there

are a range of viewpoints. They choose a question based on this issue, research the issue

and gather sources relevant to their question. Candidates then draw upon the skills of

knowledge and understanding, analysis and evaluation to produce an extended piece of

writing in response to their question.

Candidates work on their research with minimal support from their teacher or lecturer.

Setting, conducting and marking the assignment

The assignment is set by centres within SQA guidelines and is conducted under some

supervision and control. SQA provides a brief for the generation of evidence to be assessed.

Candidates have an open choice of topic/issue to research. The assignment is submitted to

SQA for marking. All marking is quality assured by SQA.

The write-up of the assignment is completed:

within 1 hour and 30 minutes

using the RMPS resource sheet

in time to meet a submission date set by SQA

independently by the candidate

when the candidate is ready

Assessment conditions

The assignment has two stages:

research

write-up

Time

Candidates undertake the research stage at any appropriate point in the course. This will

normally be when they have developed the necessary skills, knowledge and understanding.

The research stage is designed to be completed over a notional period of 8 hours.

Candidates undertake the write-up in time to meet the submission date set by SQA. The

write-up must be completed within 1 hour and 30 minutes.

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Supervision, control and authentication

Teachers and lecturers must ensure that evidence submitted by a candidate is the

candidate’s own work.

The assignment is carried out under two different levels of supervision and control.

The research stage is conducted under some supervision and control. This means that,

although candidates may complete part of the work outwith the learning and teaching setting,

teachers and lecturers must put in place processes for monitoring progress and ensuring that

the work is the candidate’s own and that plagiarism has not taken place.

For example:

interim progress meetings with the candidate

questioning

candidate’s record of activity/progress

teacher or lecturer observation

Group work approaches are acceptable as part of the research stage. However, there must

be clear evidence for each candidate to show that the candidate has met the evidence

requirements.

The write-up stage is conducted under a high degree of supervision and control. This

means that:

candidates must be in direct sight of the teacher or lecturer (or other responsible person)

during the period of the assessment

candidates must not communicate with each other

candidates must only have access to the RMPS resource sheet

Resources

During the research stage there are no restrictions on the resources to which candidates

may have access.

During the final write-up stage candidates must only have access to the RMPS resource

sheet. The resource sheet is not assessed. However, it must be included with the

assignment from the candidate.

Reasonable assistance

Candidates must complete the production of evidence independently — with minimal support

from teachers or lecturers. However, reasonable assistance may be provided prior to the

production of evidence taking place. The term ‘reasonable assistance’ is used to try to

balance the need for support with the need to avoid giving too much assistance. If

candidates require more than what is thought to be ‘reasonable assistance’, they may not be

ready for assessment, or they may have been entered for the wrong level of qualification.

Reasonable assistance may be given on a generic basis to a class or group of candidates,

for example, advice on how to develop a project plan. It may also be given to candidates on

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an individual basis. When reasonable assistance is given on a one-to-one basis in the

context of something that a candidate has already produced or demonstrated, there is a

danger that it becomes support for assessment. Teachers and lecturers need to be aware

that this may be going beyond reasonable assistance.

In the research stage, reasonable assistance may include:

directing candidates to the instructions for candidates

clarifying instructions/requirements of the task

advising candidates on the choice of a question/topic/issue

advising candidates on possible sources of information

arranging visits to enable gathering of evidence

interim progress checks

In preparing for the write-up stage, reasonable assistance may include advising candidates

of the nature and volume of specified resources which may be used to support the

production of evidence.

At any stage, reasonable assistance does not include:

providing the question, topic or issue

directing candidates to specific resources to be used

providing model answers or writing frames specific to the task (such as outlines,

paragraph headings or section headings)

providing detailed feedback on drafts, including marking

Teachers and lecturers must exercise their professional responsibility to ensure that

evidence submitted by a candidate is the candidate’s own work.

Evidence to be gathered

The following candidate evidence is required for this assessment:

candidate assignment evidence produced under a high degree of supervision

RMPS resource sheet which must not exceed 250 words

If a candidate does not submit a resource sheet, a penalty of 6 marks out of the total 30

marks is applied.

Volume

There is no word count for the assignment; however the RMPS resource sheet must have no

more than 250 words on it.

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Grading Candidates’ overall grades are determined by their performance across the course

assessment. The course assessment is graded A–D on the basis of the total mark for all

course assessment components.

Grade description for C

For the award of grade C, candidates will typically have demonstrated successful

performance in relation to the skills, knowledge and understanding for the course.

Grade description for A

For the award of grade A, candidates will typically have demonstrated a consistently high

level of performance in relation to the skills, knowledge and understanding for the course.

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Equality and inclusion

This course is designed to be as fair and as accessible as possible with no unnecessary

barriers to learning or assessment.

For guidance on assessment arrangements for disabled candidates and/or those with

additional support needs, please follow the link to the assessment arrangements web page:

www.sqa.org.uk/assessmentarrangements.

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Further information

The following reference documents provide useful information and background.

Higher RMPS subject page

Assessment arrangements web page

Building the Curriculum 3–5

Guide to Assessment

Guidance on conditions of assessment for coursework

SQA Skills Framework: Skills for Learning, Skills for Life and Skills for Work

Coursework Authenticity: A Guide for Teachers and Lecturers

Educational Research Reports

SQA Guidelines on e-assessment for Schools

SQA e-assessment web page

The SCQF framework, level descriptors and handbook are available on the SCQF website.

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Appendix: course support notes

Introduction These support notes are not mandatory. They provide advice and guidance to teachers and

lecturers on approaches to delivering the course. You should read these in conjunction with

this course specification and the specimen question paper and/or coursework.

Developing skills, knowledge and understanding This section provides further advice and guidance about skills, knowledge and understanding

that you could include in the course. You have considerable flexibility to select contexts that

will stimulate and challenge candidates, offering both breadth and depth.

The mandatory skills, knowledge and understanding assessed in the course include:

Knowledge and understanding

in-depth knowledge and understanding of the significance and impact of key beliefs and

practices found within one of the world’s six major religions (Buddhism, Christianity,

Hinduism, Islam, Judaism or Sikhism)

in-depth knowledge and understanding of contemporary moral issues and responses

in-depth knowledge and understanding of religious and philosophical questions and

responses

Skills

interpreting the meaning and context of sources, beliefs and viewpoints related to

religious, moral and philosophical issues

analysing and evaluating religious, moral and philosophical issues and responses

expressing views about religious, moral and philosophical issues and responses

researching sources to present analysis and evaluation of viewpoints on religious, moral

or philosophical issues

presenting findings about elements of religious, moral and philosophical issues

identifying and responding to different ideas and viewpoints and drawing detailed,

reasoned and well-structured conclusions

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Approaches to learning, teaching and assessment The Higher Religious, Moral and Philosophical Studies course is a coherent study of religion,

morality and philosophy. There are opportunities throughout the course to reinforce and

deepen learning by making links between aspects of knowledge and understanding across

sections, depending on the particular topics and issues studied.

Coverage of religious views

In each of the sections, religious viewpoints studied must come from one of the world’s six

major religions. Within this, centres and candidates are free to focus on a particular

denomination or tradition within that religion. It is common practice for centres to offer study

of more than one tradition or denomination.

Sequence of delivery

There is no recommended teaching order for the sections in this course.

Different combinations or orderings of delivery will be appropriate in different contexts. This is

for centres to manage. Much will depend on the timetable and staffing demands of centres.

Preparing for course assessment Candidates draw on, extend and apply the skills, knowledge and understanding developed

during the course.

Knowledge and understanding

Knowledge and understanding is ‘what’ information: ‘What do Buddhists believe about…?’

‘What are the moral issues arising from…?’

Candidates provide factual information (knowledge), gathered from a range of sources,

supported by a brief explanation (understanding).

Sources include, but are not limited to:

quotations from individuals or texts

references to individuals, organisations, theories, beliefs or texts

video clips and/or documentaries

case studies

class resources

Candidates can also provide knowledge about issues, arguments, theories, beliefs and

viewpoints.

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Analysing

Analysis is a pivotal skill in the Higher. The focus in analysis is on breaking down factual

information — often concentrating on explaining ‘why’. Analysis can follow knowledge and

understanding and, similarly, analysis often precedes evaluation.

Analysis includes, but is not limited to:

interpreting and explaining sources, beliefs, practices and viewpoints

making connections between beliefs and viewpoints

making connections between beliefs and practices

explaining supporting evidence for a viewpoint, belief or theory

explaining the impact and/or implications of viewpoints, beliefs and practices

Evaluating

Evaluation is probably the most challenging skill at Higher. Over the years, evaluation has

been misunderstood as simply listing two sides of an argument. The skill demands much

more than this and expects candidates to make a reasoned or supported judgement on

beliefs, viewpoints, stances and arguments. This involves:

making a supported judgement on a belief, viewpoint, stance or argument

making a supported judgement on the effect, impact or significance of a belief, viewpoint,

stance or argument

presenting a case for or against a stance

commenting on the quality of stances taken on issues

There is a specific focus for evaluation in each of the three sections:

World religion Morality and belief Religious and philosophical

questions

Relevance

of beliefs and practices

Religious responses

to a moral issue

Religious responses to a religious

and philosophical question

Significance Non-religious responses

Non-religious responses

Impact Personal response

Personal response

World religions context

Evaluation in this context focuses on relevance, significance and impact. Candidates study a

range of religious beliefs and practices and make judgements on the relevance, significance

and impact of these beliefs and practices, often in relation to other beliefs or other practices.

Morality and belief context

Evaluation in this context focuses on different beliefs, viewpoints and stances on moral

issues. Candidates study a range of beliefs, viewpoints and stances, both religious and

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non-religious, and make judgements on the strengths and weaknesses, benefits and

drawbacks, validity and invalidity, and rightness and wrongness of these.

Religious and philosophical questions context

Evaluation in this context is similar to that in the morality and belief context. Candidates

engage in a debate, offering responses to religious and philosophical questions and

expressing well-reasoned and supported judgements on these responses.

Assignment

Candidates can develop their literacy skills as they set and research an assignment question

and carry out a write-up under controlled conditions.

Candidates can base their assignment on:

content covered in the course

a religious, moral or philosophical issue of their choice

Teachers and lecturers can give candidates reasonable assistance:

on the validity of the question

on appropriate sources

on issues related to the question

when they encounter difficulties

with the assignment structure

Candidates perform well in the assignment when they:

answer open-ended questions

choose familiar issues within the course

have a clear structure

use a range of sources

avoid obscure issues or topics

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Course content and coverage

The following table provides additional guidance on recommended approaches to learning

and teaching for each area of the mandatory content within the course. It supplements the

mandatory content in the course specification.

This guidance is just one approach to the delivery; centres are free to take other approaches.

Centres can look at one or more than one branch, tradition or denomination in the world

religion section.

While practices can also be classed as ‘beliefs’, centres should recognise the distinction

between beliefs and practices and use this distinction throughout delivery of the world

religion section.

Centres should encourage candidates to use relevant sources.

Centres can look at more than one religious response (for example, different

denominations within one religion) and/or more than one non-religious response (for

example, utilitarianism and Kantian ethics) in the morality and belief section.

The questions used to identify mandatory content in the religious and philosophical

questions section are there to encourage debate within each topic and will not mirror

exam questions.

Version 3.0 26

World religion

For the world religion area of study the recommended approaches to learning and

teaching of the six major religions are the same:

Beliefs:

knowledge and understanding of the key beliefs within the religion, including sources

relating to key beliefs

relationship between different beliefs within the religion

relative importance of different beliefs within the religion

challenges relating to different beliefs within the religion

benefits relating to different beliefs within the religion

impact on the lives of followers of different beliefs within the religion

Practices:

knowledge and understanding of the key practices within the religion, including

sources relating to key practices

relationship between different practices within the religion

relative importance of different practices within the religion

purpose of different practices within the religion

challenges relating to different practices within the religion

benefits relating to different practices within the religion

impact on the lives of followers of different practices within the religion

Beliefs and practices:

relationship between beliefs and practices

Buddhism

Mandatory content: beliefs Mandatory content: practices

Three Marks of Existence: anicca;

anatta; dukkha

nature of human beings: tanha; Three

Root Poisons; kamma

beliefs about the Buddha

samsara; nibbana

living according to the Eightfold Path

Five Precepts; sangha

meditation; devotion

Christianity

Mandatory content: beliefs Mandatory content: practices

beliefs about God

nature of human beings: free will; sin;

stewards

beliefs about Jesus

judgement; Heaven and Hell

living according to the Gospels

Christian action; the Christian

community

worship: prayer; Eucharist

Version 3.0 27

Hinduism

Mandatory content: beliefs Mandatory content: practices

beliefs about God

nature of human beings: atman; jiva;

dukkha; avidya; karma

beliefs about Isvara

samsara; moksha

living according to Dharma

the Three Margas

worship: puja; meditation

Islam

Mandatory content: beliefs Mandatory content: practices

beliefs about God

nature of human beings: free will;

suffering; khalifas

beliefs about Muhammad

Akhira: Day of Judgement; Al-Jannah;

Jahannam

living according to the Five Pillars

submission

worship: prayer; mosque

Judaism

Mandatory content: beliefs Mandatory content: practices

beliefs about God

nature of human beings: yetzer tov;

yetzer harah; free will; suffering

beliefs about Covenant

judgement; the Messiah; the Messianic

Age; Olam Ha’ba

living according to the Commandments

Rosh Hashanah; Yom Kippur

worship: Shabbat; synagogue

Sikhism

Mandatory content: beliefs Mandatory content: practices

beliefs about God

nature of human beings: atma; free will;

karma; equality

beliefs about maya and haumai; the

Five Evils

Gurmukh; Jivan Mukti

living according to the Gurus

Khalsa

worship: sewa and simran; kirt karna;

vand chakkana

Version 3.0 28

Morality and belief

For the morality and belief area of study the recommended approaches to learning

and teaching of the five topics are the same:

Knowledge and understanding of:

the topic content

moral issues arising from the topic content

religious and non-religious beliefs and viewpoints relating to the topic content

Analysis of:

moral issues arising from the topic

religious responses to the topic

non-religious responses to the topic

Evaluation of:

religious responses to the topic

non-religious responses to the topic

Morality and justice: mandatory content

Causes of crime

environmental

influences

psychological factors

Purposes of punishment

reformation

retribution

protection

deterrence

Responses to crime

custodial sentences

non-custodial sentences

capital punishment

Morality and relationships: mandatory content

Relationships

sexual relationships

the purpose of sex

Marriage

arranged marriage

forced marriage

same-sex marriage

divorce

Gender inequality and exploitation

in the media

in society

in religion

Version 3.0 29

Morality, environment and global issues: mandatory content

Economic issues

resource management

trading inequalities

global trading

agreements

Environmental issues

climate change

depletion of resources

biodiversity

Social issues

poverty

charity

migrants

Morality, medicine and the human body: mandatory content

Use of embryos

reproductive

therapeutic

research

Organ donation

consent: informed;

presumed

beating heart donation

living donors

End of life

assisted dying

voluntary and non-

voluntary euthanasia

end-of-life care

Morality and conflict: mandatory content

Conflict

types of war

justifications for war

alternatives to war

Consequences of war

for humans

for the environment

for the economy

Modern armaments

weapons of mass

destruction

conventional weapons

smart weapons

Version 3.0 30

Religious and philosophical questions

Origins

Mandatory content Recommended approaches to learning and teaching

Was the universe and

life created?

How does religion

explain the origins

of the universe and

of life?

What evidence

does religion use to

support these

explanations?

What are the

strengths and

weaknesses of

evidence and/or

explanations?

How does science

explain the origins

of the universe and

of life?

What evidence

does science use

to support these

explanations?

What are the

strengths and

weaknesses of

evidence and/or

explanations?

Can religious and

scientific views on

origins be

compatible?

Knowledge and

understanding of:

religious

explanations

for the origins

of the universe

and life

scientific

explanations

for the origins

of the universe

and life

sources

relating to

religious and/or

scientific

explanations

for the origins

of the universe

and life

Analysis of:

evidence used

by religion to

support

explanations for

the origins of

the universe

and life

evidence used

by science to

support

explanations for

the origins of

the universe

and life

sources relating

to religious

and/or scientific

explanations for

the origins of

the universe

and life

Evaluation of:

religious

explanations

and/or

evidence and/or

sources relating

to the origins of

the universe

and life

scientific

explanations

and/or

evidence and/or

sources relating

to the origins of

the universe

and life

Reasoned

judgement on:

the compatibility

of religious and

scientific

explanations for

the origins of

the universe

and life

Suggested sources:

Big Bang theory

Darwin’s theory of evolution

Genesis 1 and 2

Version 3.0 31

Existence of God

Mandatory content Recommended approaches to learning and teaching

Does God exist?

What arguments and/or

theories do religious

people use to prove the

existence of God?

What evidence do

religious people use to

support these arguments

and/or theories?

What are the strengths

and weaknesses of

evidence and/or

arguments and/or

theories?

What arguments and/or

theories do non-religious

people use to challenge

the existence of God?

What evidence do non-

religious people use to

support these arguments

and/or theories?

What are the strengths

and weaknesses of

evidence and/or

arguments and/or

theories?

Can either religious or

non-religious arguments

and/or theories provide

conclusive proof about

the existence of God?

Knowledge and

understanding

of:

arguments

and/or

theories

religious

people use to

prove the

existence of

God

arguments

and/or

theories non-

religious

people use to

prove the

existence of

God

sources

relating to

arguments

and/or

theories used

by religious

and/or non-

religious

people to

support and/or

challenge the

existence of

God

Analysis of:

evidence

used by

religious

people to

support

arguments/th

eories

supporting

the existence

of God

evidence

used by non-

religious

people to

support

arguments/th

eories

challenging

the existence

of God

sources

relating to

arguments

and/or

theories used

by religious

and/or non-

religious

people to

support

and/or

challenge the

existence of

God

Evaluation of:

arguments

and/or

theories

religious

people use to

prove the

existence of

God

arguments

and/or

theories non-

religious

people use to

prove the

existence of

God

Reasoned

judgement on:

whether either

religious or

non-religious

arguments

and/or

theories

provide

conclusive

proof about

the existence

of God

Suggested sources:

Aquinas’ cosmological argument

Kalam cosmological argument

Paley’s teleological argument

Version 3.0 32

The problem of suffering and evil

Mandatory content Recommended approaches to learning and teaching

Who is responsible

for suffering and evil?

Is God responsible

for suffering and

evil?

What arguments

are used to support

God's responsibility

for suffering and

evil?

What are the

strengths and

weaknesses of

these arguments?

Are humans

responsible for

suffering and evil?

What arguments

are used to support

human

responsibility for

suffering and evil?

What are the

strengths and

weaknesses of

these arguments?

Can responsibility

for suffering and

evil lie with both

God and humans?

Knowledge and

understanding of:

arguments

used to support

God’s

responsibility

for suffering

and evil

arguments

used to support

human

responsibility

for suffering

and evil

sources relating

to the

responsibility

for suffering

and evil

Analysis of:

evidence used

to support

God’s

responsibility

for suffering

and evil

evidence used

to support

human

responsibility

for suffering

and evil

sources

relating to the

responsibility

for suffering

and evil

Evaluation of:

arguments

used to support

God’s

responsibility

for suffering

and evil

arguments

used to support

human

responsibility

for suffering

and evil

Reasoned

judgement on:

whether

responsibility

for suffering

and evil lie with

both God and

humans

Suggested sources:

Augustinian theodicy

Irenaean theodicy

Process theodicy

Version 3.0 33

Miracles

Mandatory content Recommended approaches to learning and teaching

Are miracles real?

How do religious

people explain

miracles?

What evidence do

religious people

use to support

these

explanations?

What are the

strengths and

weaknesses of

evidence and/or

explanations?

How do non-

religious people

explain miracles?

What evidence do

non-religious

people use to

support these

explanations?

What are the

strengths and

weaknesses of

evidence and/or

explanations?

Can religious and

non-religious views

on miracles be

compatible?

Knowledge and

understanding of:

religious

explanations

for miracles

non-religious

explanations

for miracles

sources

relating to

religious and/or

scientific

explanations

for miracles

Analysis of:

evidence used

by religion to

support

explanations

for miracles

evidence used

by science to

support

explanations

for miracles

sources

relating to

religious

and/or

scientific

explanations

for miracles

Evaluation of:

religious

explanations for

and/or sources

relating to

miracles

scientific

explanations

for/sources

relating to

miracles

Reasoned

judgement on:

the compatibility

of religious and

scientific

explanations for

miracles

Suggested sources:

David Hume

Richard Swinburne

CS Lewis

Version 3.0 34

Developing skills for learning, skills for life and skills for work You should identify opportunities throughout the course for candidates to develop skills for

learning, skills for life and skills for work.

Candidates should be aware of the skills they are developing and you can provide advice

on opportunities to practise and improve them.

SQA does not formally assess skills for learning, skills for life and skills for work.

There may also be opportunities to develop additional skills depending on approaches

being used to deliver the course in each centre. This is for individual teachers and lecturers

to manage.

Throughout the course and during the assignment, candidates develop the following skills:

Reading

Candidates may read a variety of texts, including sacred religious texts, newspaper reports,

online articles, creative literature, magazines, primary and secondary historical accounts

(for example when learning about methods of warfare in the morality and belief context).

They learn to express reasoned views about the viewpoints they study, developing the

ability to read critically and evaluate the ideas contained in written sources.

Writing

Teachers and lecturers should encourage candidates to undertake extended writing where

appropriate in order to facilitate progression to the Advanced Higher Religious, Moral and

Philosophical Studies course and the world of work. For example, the requirement to

express detailed, reasoned and well-structured views about moral issues or philosophical

questions provides an ideal opportunity for candidates to develop the skill of extended

writing.

Personal learning

There are extensive opportunities for candidates to undertake individually-led work,

including researching and investigating, producing written work, reflecting on what they

have learned, and revising.

Citizenship

Candidates develop in-depth knowledge and understanding of the impact and significance

both of religious practices and of the underlying beliefs and values on which they depend.

They learn to appreciate the centrality of religious and philosophical beliefs to people’s

lives. Studying beliefs, values and viewpoints which may challenge their own helps

candidates to appreciate the religious, cultural and social diversity of society.

Version 3.0 35

Administrative information

Published: July 2019 (version 3.0)

History of changes

Version Description of change Date

2.0 Course support notes added as appendix. September

2018

3.0 Penalty for non-submission of resource sheet added to ‘Evidence to be

gathered’ section. ‘Reasonable assistance’ section updated.

July 2019

Note: you are advised to check SQA’s website to ensure you are using the most up-to-date

version of this document.

© Scottish Qualifications Authority 2013, 2018, 2019